Learners’ perception on the effect of infrastructure development on academic performance in Port Elizabeth public secondary schools

Abstract

South Africa is striving to attain quality equal education; however, this ideal is affected by various factors such as discrimination, learner-related challenges (e.g. dilapidated rural schools, poverty, and violence), educator-related challenges (e.g. low morale and motivation, and poor administration and management of schools), and governmental issues (e.g. a lack of will, lacklustre attitudes, and an inability to deliver resources and/or services). While the National Department of Basic Education is battling to eradicate the backlog of school infrastructure and maintenance, mud schools are still prevalent in rural areas. The present state of poverty-stricken areas is most affected by the mentioned challenges and, as a result, it is necessary to determine the nature and extent of the consequences in terms of academic performance. This study, therefore, investigated the reality of the current rural school situation by investigating the perceptions of learners on the effect of infrastructure development on their academic performance in public secondary schools. Three secondary schools in the Motherwell area in Port Elizabeth were chosen for the research setting. A quantitative research approach was deemed suitable for the study, and a questionnaire was utilised for data collection. A total of 151 questionnaires were completed. The key findings derived from the data indicated that inadequate infrastructure has a negative impact on academic performance. Some of the key issues pertaining to infrastructure included inadequate leisure areas, laboratories, libraries, and sport fields. Overcrowding in classrooms were also found to be prevalent, and posed a major barrier to learning. The findings of the study provided insights into the reality of rural education and were used as a basis for offering recommendations that may assist stakeholders to improve the current situation